Burnout is a critical problem within academic medicine and pediatricians have not been spared.1 There are numerous causes of burnout and many different approaches to addressing it that range from individual to systems approaches.2 One aspect of burnout prevention is ensuring that we receive joy from our work or have periods in which we are fully focused and involved (ie, experiencing flow).3 Experience suggests that faculty leaders may benefit from a model that helps them to consider how to ensure they experience periods of flow in their work.